21st Century Skills: Defining Best Practice in Todays Classrooms Part II Tracey Tokuhama-Espinosa, Ph.D. Dean, new School of Behavioral Sciences and Education.

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Presentación del tema: "21st Century Skills: Defining Best Practice in Todays Classrooms Part II Tracey Tokuhama-Espinosa, Ph.D. Dean, new School of Behavioral Sciences and Education."— Transcripción de la presentación:

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21st Century Skills: Defining Best Practice in Todays Classrooms Part II Tracey Tokuhama-Espinosa, Ph.D. Dean, new School of Behavioral Sciences and Education Director, Instituto de Enseñanza y Aprendizaje (IDEA) Director, Online Education Universidad San Francisco de Quito, Ecuador Association of American Schools in South America (AASSA) Conference Quito, Ecuador March 2012

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Background Masters from Harvard University in International Education and Development and doctorate (Ph.D.) from Capella University (cross-disciplinary approach comparing findings in neuroscience, psychology, pedagogy, cultural anthropology and linguistics). Bachelors of Arts (International Relations) and Bachelors of Science (Communications) from Boston University, magna cum laude. Director of the Institute for Research and Educational Development (IDEA), Universidad San Francisco de Quito, Ecuador and professor of Education and Neuropsychology. New Director of Online Education. New Dean of the School of Behavioral Sciences and Education (USFQ). Teacher (pre-kindergarten through university) with 24 years of comparative research experience and support to hundreds of schools in 22 countries.

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Program 1. Part 1: Critical Thinking, Metacognition, the Autonomous learner 2. Part 2: Habits of Mind, Activity 3. Part 3: Activity 4. Part 4: What is best practice in the 21 st century classroom?

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A frightening conclusion I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess a tremendous power to make a childs life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de- humanized. –Haim Ginott Cited in Martin, D.J. & Loomis, K.S. (2006). Building teachers: A constructivist approach to introducing education, p.222

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Autonomous Learner

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Third Pillar: Act Autonomously Individuals who take responiability for their own lives and actions in social contexts… Take initiative? Entrepreneurial? Reflective: Not only able to routinely apply a set formula or method to react to situations, but rather the ability to confront and adapt new views based on assessment. Responsible for ones own actions? Critical thinker? Rychen, D.S. & Salganik, L.H. (Eds.). (2003). The definition and selection of key competencies: Executive summary. OECD: DeSeCo publications. Downloaded from 111.oecd.org/edu&statistics/deseco. (p.5).

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Talking points History of autonomous learners Foreign language Gifted students Difference between self-regulation and autonomy? (Emotional intelligence) Requirements? KNOW THYSELF Confusions (i.e., need to know ones own learning style to be able to know how to manage oneself)

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Autonomous learner An autonomous learner is "one who solves problems or develops new ideas through a combination of divergent and convergent thinking and functions with minimal external guidance in selected areas of endeavour (Betts and Knapp, 1981). Link a Autonomous Learner Model Australia:

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Autonomous learner On a general note, the term autonomy has come to be used in at least five ways (see Benson & Voller, 1997: 2): 1. for situations in which learners study entirely on their own; 2. for a set of skills which can be learned and applied in self-directed learning; 3. for an inborn capacity which is suppressed by institutional education; 4. for the exercise of learners' responsibility for their own learning; 5. for the right of learners to determine the direction of their own learning. Retrieved from

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Autonomous learners have insights into their learning styles and strategies; take an active approach to the learning task at hand; are willing to take risks, i.e., to communicate in the target language at all costs; are good guessers; attend to form as well as to content, that is, place importance on accuracy as well as appropriacy; develop the target language into a separate reference system and are willing to revise and reject hypotheses and rules that do not apply; and have a tolerant and outgoing approach to the target language. Autonomous learner (language) See Omaggio, 1978, cited in Wenden, 1998: cited in article retrieved from

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Critical Thinker

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In todays education it is commonly accepted without challenge (and often with simple resignation) that someone (from the Ministry, the school administration or some other part) thinks for us, tells us what to do, how, when and where we should teach and learn. We prefer to follow rules imposed upon us from the outside rather than run the risk of being autonomous. Many times, those teachers who claim the contrary, when found faced with a classroom of students, blindly agree to conventional norms and play it safe, without questioning…But if teachers do not develop critical thinking about their own actions, down to the most trivial detail, they will be hard pressed to transmit these skills to their students. Critical thinking…. Battro y Denham 2003, transñated by the Author.

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Presumptions The first rule in Education: Do no harm Education s greatest goal is to create critical thinkers (maximize the potential of all learners)

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The Process: A critical thinking guide 1. Unite all the information 2. Understand all the concepts 3. Ask where the information came from (biases) 4. Analyze the source of information (credibility) 5. Doubt the conclusions 6. Accustom oneself to uncertainty 7. Exam the whole 8. Generate new or distinct ideas/information. Adapated in part from Ciencias de la Teirra (nd).

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Analyze Identify the relation that exists between the proposed inference and reality, between declarations, questions, concepts, descriptions or other forms of proposed representations to express beliefs, judgments, experiences, reasons, information and opinion. Facione, 2003, translated by the author

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Evaluation …determine the credibility of the claims or other statements that are descriptions based on perceptions, experiences, situations, judgments, beliefs or opinions and cede to logical relations between inference about what is proposed and what is real in the claims, descriptions, questions or other forms of representation. Facione, 2003, translated by the author

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Self-regulation Self-consciously monitor ones own cognitive activities, the steps used in each activity and the results achieved through deductive reasoning, especially using analytical and evaluative skills for inferred information. Judge oneself by questioning, confirming, validating or correcting inferences and ensure that they are rational and the result of a thorough thinking process. The two sub-categories of self-regulation are self-examination and self-correction. Facione, 2003, translated by the author

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The Art of Questioning The teacher does not have to answer all the questions (paradigm shift for some) Habit of answering a question with another question. Accustom oneself to allow the student to be the center of the classroom discussion.

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Essential Questions Activity 1. Form groups of 4-5 people 2. Separate the concepts into categories 3. Name the categories 4. Create a question in which the answer is the contents of the category. 5. Modify your question (#3) into an essential question. 6. (Create a single essential question for the entire page.)

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Essential questions Get the to the heart of the subject; Cannot be answered with a simple yes or no; Leads to a cross-disciplinary understanding of concepts; Naturally leads to other questions. Based on Wiggins & McTighe, 2005